An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally, self-regulation behavior significantly influences online learning of students. However, exactly how network centrality and self-regulation influence learning behavior and effectiveness in an e-learning environment remains unclear. Therefore, this study investigates how both variables (ie, network centrality and self-regulation) impact student learning in an SNA-related e-learning environment. Analytical results indicate that the student group with high-level centrality and low-level self-regulation more significantly progresses in learning achievement than the other groups. The second finding shows the group also has the highest number of students asking for help, revealing they have the highest system utilization rate.